The Effects of Classroom Spatial Organisation on Four‐ and Five‐year‐old Children's Learning

Nash, B. Chris

doi:10.1111/j.2044-8279.1981.tb02468.x

Cited by 25 publications

(7 citation statements)

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“…Considering the classroom arrangement more generally, Nash (1981) found that the thoughtful organisation of an infant classroom to fulfil educational aims, instead of for organisational convenience, facilitated learning and enhanced cognitive development. In a similar study, Moore (1986) argues that the arrangement of preschool environments seems to affect behaviour.…”

Section: Downloaded By [Simon Fraser University] At 13:31 18 Novembermentioning

confidence: 97%

A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future

Woolner

Hall

Higgins

et al. 2007

Oxford Review of Education

138

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A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future, Oxford Review of Education, 33:1, 47-70, This paper reports on a literature review conducted in the UK for the Design Council and CfBT which looked at the evidence of the impact of environments on learning in schools. We have reviewed the available evidence regarding different facets of the physical environment and provided an analysis based on different areas of effect, including the extent to which different facets interact (positively and negatively) with one another. Our conclusions suggest that, although the research often indicates the parameters of an effective environment, there is an overall lack of empirical evidence about the impact of individual elements of the physical environment which might inform school design at a practical level to support student achievement. However, at a secondary level of analysis, there are indications that environmental change can be part of a catalytic process of school development and improvement. The implications of these findings for Building Schools for the Future will be discussed.

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Section: Downloaded By [Simon Fraser University] At 13:31 18 Novembermentioning

confidence: 97%

A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future

Woolner

Hall

Higgins

et al. 2007

Oxford Review of Education

138

View full text Add to dashboard Cite

show abstract

“…Research has highlighted the importance of planning and organising the physical environment in which children are to learn (Nash, 1981;Clark-Stewart, 1987;Hayes et al, 1997). The results from this study found that the number of teachers reporting they had special play areas had increased from 92% to 100%.…”

Section: Interaction Of Structural Variables and Process Variables Inmentioning

confidence: 97%

The Effect of Regulation on the Quality of Early Childhood Services in Ireland

O'Kane¹

2005

Child Care in Practice

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hypothesis of this study was that the implementation of the Regulations would have had an impact on quality of early childhood care and education (ECCE) services in Ireland. The specific objectives of the study were: to examine a sample of pre-schools to investigate both structural and process aspects of quality; to examine the possible relationship between these elements of quality; and to interview both Supervisors of these pre-schools and a small sample of Pre-school Officers to investigate their attitudes towards the Regulations. It was acknowledged at the outset that related factors, such as increased level of investment and improved levels of training, may have affected quality of provision.The baseline data used for the purposes of this study were gathered in 1994/1995 during Phase II of the IEA 2 Preprimary Project (IEA/PPP). This was a large crossnational study that investigated the quality of care and education that children from various countries received at four years of age. Full details of the Irish aspect of Phase II can be found in A Window on Early Education in Ireland: the First National Report of the IEA Preprimary Project (Hayes, O'Flaherty, & Kernan, 1997). Use of these data allowed comparison of both structural and process elements in ECCE provision before the implementation of the Regulations, and six years after their implementation in 2002.The methodology of the present study involved revisiting a subsample of the original IEA/PPP national sample, undertaking structured observations and administering questionnaires to teachers and supervisors. A number of key issues emerged from the research. First, improvements were found in the quality of the pre-school provision in the present study as compared with that of the original study, although it is not clear the extent to which these improvements relate directly to the Regulations. The results also suggest that the need for training is becoming more widely accepted in the sector in

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“…What is important for a child: -in environmental education, especially for this age it is important to create free playgrounds in nature, -the correct choice of these spaces (Nash, 1981), -to provide the safety of these places (trust in the chosen place, proximity to the educator ... etc.).…”

Section: Research Questionsmentioning

confidence: 99%

“…Regardless of the so-called theories "space identities" some spaces are more appropriate than others in child's development (Nash, 1981).…”

Section: Psycho-geographic Competences Developed At Children'smentioning

confidence: 99%

Empirical Study On Environmental Education In Primary Classes

Sabo¹

2019

The European Proceedings of Social and Behavioural Sciences

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Over time, it has been found that there are relatively only a few psychological studies related to the importance of environmental education in primary classes in Romania. Some of the topics that could be discussed at this level could be grouped into the following categories: -the relationship between man and nature at children's;children's competences related to geographical space, local horizons;-geographical / spatial preferences for children;-recycling possibilities proposed by children,-children's reactions linked to environmental disasters and nuclear weapons. We conducted an experiment at the school from Poiana Codrului, Satu Mare County, on a number of approximately 180 children with the average age of about 12 years. The following aspects were tested: Human-Nature Relationship, as well as Psycho-geographic Competencies developed at children's. The children were put in the situation of a fictitious "outdoor center" case, in the middle of nature, where they had to motivate their choices. The used didactic methods were: participation, play, project, etc. Thus, analysing the expectations presented in Piaget's theories of cognitive development, the hypothesis that at the end of primary classes the children's are able to make a deeper and more complex analysis of environmental issues centered more on causal problems is confirmed. The study attempted to emphasize at the same time another aspect related to the various forms of environmental organization in the case of children's.

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The Effects of Classroom Spatial Organisation on Four‐ and Five‐year‐old Children's Learning

Cited by 25 publications

References 0 publications

A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future

A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future

The Effect of Regulation on the Quality of Early Childhood Services in Ireland

Empirical Study On Environmental Education In Primary Classes

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